Student Role Supports for Younger and Older Middle- Aged Women: Application of a Life Event Model

Abstract

This paper is a report on a study of 276 women aged 35 to 64 who have re-entered university. We used the life-event framework to focus on the stress of university life, on the methods these women use to cope with stress and on their adaptations to the demands of school. We compared the re-entry experience of two sub-groups in our population: students aged 35 to 44 (with young families) and those aged 45 to 64 (with mature families). We found that each group had different motives for attending school, each group felt different strains during the school year and each group used different methods and resources to cope with the demands of student life. The paper concludes with a review of the literature on programs that meet the needs of re-entry women. We note the applicability of these programs to the distinct needs of younger and older re-entry women and we encourage the development of more programs to meet both groups' needs.

Older women, deeper learning, and greater satisfaction at university: Age and gender predict university students’ learning approach and degree satisfaction.

“…The present empirical results correspond with those in qualitative work that has documented the reasons given by younger and older women for entering higher education (McCune, Hounsell, Christie, Cree, & Tett, 2010;Thacker & Novak, 1991). For example, McCune et al (2010) found that older students reported intrinsic motives for their education.…”

“…Fourth, the present research did not confirm that older women prefer a deep learning approach because they are more intrinsically motivated and less career-oriented. As discussed in the introduction, there is already a substantial theoretical and empirical basis for these assumptions (Gerber et al, 2009; Hakim, 2000; Harper & Kember, 1986; Moneta & Spada, 2009; O’Shea, 2014; Powell & Maneiro, 1993; Prat-Sala & Redford, 2010; Reay, 2003; Russo et al, 1991; Severiens & Ten Dam, 1994; Simpson, 2000; Simpson et al, 2005; Sturges, 1999; Thacker & Novak, 1991). Nonetheless, future research should test the full proposed model in a single study by including measures of intrinsic and extrinsic motivation as well as career orientation.…”

“…Women tend to be more heterogeneous and complex than men in their career orientations because, as they grow older, they are more likely to switch between a focus on their career and a focus on their family life (Gerber, Wittekind, Grote, & Staffelbach, 2009; Hakim, 2000). In particular, younger female students are likely to be more career-oriented and less family-oriented than older female students (e.g., O’Shea, 2014; Reay, 2003; Thacker & Novak, 1991). In contrast, men of all ages tend to have “more linear, traditional career patterns” (Gerber et al, 2009, p. 306).…”

“…To our knowledge, however, no prior research has considered how age and gender differences in learning approach relate to degree satisfaction. It is important to investigate this issue because age and gender differences in degree satisfaction (e.g., de Jager & Gbadamosi, 2013; Thacker & Novak, 1991) may be related to age and gender differences in learning approach. Indeed, given that deep learning is positively associated with degree satisfaction, age and gender differences in deep learning may help to explain (i.e., mediate) age and gender differences in degree satisfaction.…”

Widening Access to Higher Education: An evaluative case study of a foundation year alternative to Access

“…Ross et al (2002) suggest that students from Black ethnic groups are more likely to be mature than students from other ethnic groups. In comparison with younger students, mature students may have more social roles and be more likely to be involved in caring for others (Thacker & Novak, 1991;Bowl, 2003). Ross et al (2002) suggest that mature women in particular may face domestic and child care problems when attending university.…”